<![CDATA[This study examines how abstract concepts of tauhid are taught to Deaf students through sign language-based instruction at Darul Ashom Islamic Boarding School, Yogyakarta. It explores how linguistic and visual pedagogical practices mediate access to abstract theological concepts in this setting. This qualitative case study involved ten purposively selected participants: five ustaz and five santri. Data were collected from May to August 2026 through classroom observations, semi-structured interviews conducted directly in Indonesian Sign Language (BISINDO), and document analysis, and were analyzed using reflexive thematic analysis. The findings identify four interconnected stages of tauhid instruction: visual access to Qur’anic text through the pesantren’s sign-based representations of hijaiyah letters; construction of theological meaning through linguistic simplification and visual mediation; development of intersubjectivity through sign-based dialogue and formative visual assessment; and reinforcement of religious learning through routines and exemplary practice. In the dialogical stage, ustaz elicited students’ responses through questions, requests for explanations, and follow-up prompts to identify and clarify potential misunderstandings. These practices provided opportunities to negotiate shared meaning, although accurate sign production and participation alone do not establish conceptual understanding. Visual mediation in this context refers to accessible linguistic and pedagogical strategies, not the visual depiction of Allah. The findings offer a context-specific account of tauhid instruction in one Islamic boarding school and do not establish the transferability of these practices to other settings. Further research should examine students’ conceptual understanding across diverse educational contexts and over time.]]>
